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Whether writing for scientific purposes or personal satisfaction or to convey personal experiences in the natural world to others, what better place to start a nature journal than on the Huntington Reservation of the Cleveland Metroparks. Students will explore Huntington Beach, Porter Creek and the flora and fauna of the surrounding meadow lands, while expressing their creativity through writing and illustrating their own personal nature journal. Both rewarding and fun, students are sure to sharpen their analytical and observation skills while deepening their appreciation of nature.

Grade Level:

Geared primarily toward children ages 8 to 12, but works just as well for teenagers and adults with a few modifications.

Time:

Two hours per class for six weeks.

Learning Objectives:

Objective #1

Students will use real-life experiences in nature as inspiration for journal writing, illustration and personal expression.

Objective #2

Students will explore various practices of nature journaling for descriptive, informational, narrative and persuasive writing.

Objective #3

Students will learn the fundamentals of map making in order todevelop a sense of place and an increased appreciation of the natural world.

Materials Needed:

8.5 x 11 three ring view binder. A “view” binder will allow students design their own cover.

Pencils ( varying hardness, often sold together), colored pencils, a sharpener and a white eraser

Watercolors and paint brush

Bottle of water

Paper towels

Ziploc bags for collecting treasures such as pine cones, leaves, shells or seeds

Field bag or backpack to hold supplies

Optional Items:

Binoculars

Camera

Compass

Measuring tape or ruler

Field guides

Map

Instructor will supply additional worksheets, including templates for field notes, writing prompts, and graphic organizers. Also, graph paper and art/craft supplies for projects created in studio will be supplied. Students will want to have their own art supplies for creative work completed on nature walks.

Lesson Plans:

Week One: Introduction to Nature Journals and Mapping

Background

Creating a Nature Journal

Getting kids interested in natural world teaches them to appreciate it. Once they are outdoors and engaged, they are more likely to develop a feeling of connection to the plants, animals and natural spaces in their backyards, communities and parks. And, they will be more likely to want to protect them as they grow into adulthood. Keeping a nature journal is a great way to start.

In the most popular recent book on the subject, “Keeping a Nature Journal”, author Clare Walker Leslie puts it simply: “whereas a diary or personal journal records your feelings toward yourself and others, a nature journal primarily records your responses to and reflections about the world of nature around you.” With a subject as broad as the natural world, nature journals lend themselves to a wide range of expression. The possibilities are endless.

Keeping a nature journal helps students connect with nature through writing and illustration. They will learn how to observe nature closely and keep accurate records on these observations. They will also learn to narrate their experiences in the natural world

Developing a Sense of Place

A sense of place can be described as the fundamental ways people relate to places that convey a feeling of attachment and belonging. It develops when personal meaning is attributed to a specific location or setting and usually starts close to home. Maybe it’s your back yard or the neighborhood where you played as a kid. Or maybe it’s a park you’ve visited with your family on vacation. Whatever the case may be, studies have shown that attachment to natural spaces is beneficial to our emotional, functional and cognitive well being.

The Importance of Geography and Mapping

They also must have a better understanding of maps and geography. Studies reveal that the geographical acumen of American children consistently leaves much room for improvement over the past decade. Results from the National Geographic – Roper Public Affairs 2006 Geographic Literacy Study found that recent graduates of the US education system were “unprepared for an increasingly global future”. Just months after hurricane Katrina destroyed New Orleans and the Gulf Coast, the study found that 33 % of study participants could not find Louisiana on a map.

According to the 2010 National Assessment of Educational Progress, called “the nations report card”, less than a quarter (22%) of fourth grade students in the US scored “proficient” or above proficient” on the test. The same test for eighth graders in 2014 showed little improvement.

Understanding geography is important because helps us to better understand our world. Through the study of geography, students learn to use data from maps, graphics and texts to recognize patterns and solve problems. It contributes to global understanding and tolerance by making students more aware of of the countries and their cultures. It also helps us to understand the impact of environmental factors on specific areas. But, the study of geography starts with understanding our immediate environment and it expands with experience. Geographical awareness serves as a link between home, school and the world at large. In the early grades, basic geographical knowledge and map skills are the foundation for more complex critical thinking skills later. Later, geographically informed students will emerge as leaders and be well equipped to take their place in the global community.

Procedure

Introduction to Nature Journals and Maps and their various uses

Have students illustrate the cover of their nature journals using paints, colored pencils or markers. (Have examples of nature journal pages for inspiration.)

Overview of the importance of reading maps

Using graph paper, have students draw a simple map of the Huntington Reservation from an actual Metroparks map.

Have the class take a break on a picnic table with healthy snacks suitable for a nature hike. (Remind students they may want to pack similar snacks for future class nature hikes.)

Explain how to write a personal narrative (story) and then have the students write about their favorite memory of a time they spent in nature. Encourage them to draw a picture.

Assemble materials in field bag for next class

Week Two: Flora or Fauna?

Background

Learning about plant and animal species as preparation for future experiences in nature

Making a bird feeder

Writing about a process (descriptive writing)

Flora and fauna mean plants and animals; the word “flora” is used to discuss plant life, while the word “fauna” refers to animal life. Recently, children are becoming disconnected from nature. So much so that they are more familiar with Pokemon characters than they are with animal species, even some of the most common ones. They can recognize hundreds of consumer brands, but only a handful of plant varieties. This week, students will become familiar with a wide variety of local bugs, birds, animals, plants and trees through art projects, games and personal observations.

Procedure

Introduction to Flora and Fauna – use a game to teach familiar names of native plants, trees and animals they may encounter on future hikes.

Ask students to paint a picture of their favorite bird (fauna) and add it to their nature journals. Have pictures of some of birds native to the area for reference.

Take a walk outside and have the students look for birds in the yard. Show them the areas where we have bird feeders hung. Explain how it is important to feed the birds in the summer while they are nesting as well as the winter when its cold and snowing.

Have students choose a bird feeder to make.

When they are finished with the project have them write about it in their journals.

Have students take a picture of their bird feeder in their back yard and add the picture to their nature journals to illustrate their “How to” essays.

Notes:

Create a preprinted “Sequence Chain” (step by step) diagram and pass out the class to organize information before writing descriptive essay on how to make a bird feeder.

Week Three: Sensory Beach Hike

Background

Sensory beach hike

Learning to use five senses in observing nature

Employing descriptive journaling to capture impressions of nature

One of the most diverse and unique ecosystems in the Emerald Necklace chain of the Cleveland Metroparks, the Huntington Reservation borders Lake Erie on its northern boundary. Students will hike to the beach and use their senses to explore descriptive journaling to open up their perceptions of their natural surroundings. Students will be asked to write a descriptive essay on a day at the beach using descriptive journal entries and illustrations that will add depth to their writing and also deepen their awareness and appreciation of this valuable freshwater ecosystem.

Procedure

Point out the path that the class will follow to the beach and make notes in their journals.

Hike to Huntington Beach

Allow time for students to explore the beach and find a place of their choosing to journal their impressions.

Working with a partner, they will experiment with their senses by walking along the beach and taking turns closing their eyes to concentrate on what they hear, feel and smell without the benefit of sight. One partner will lead and the sightless partner will follow. Students take turns in each role.

Allow students to find a piece of driftwood to bring back to for an art project in Week Four.

Stop at the picnic pavilion for a healthy snack

Notes:

Use a preprinted observation chart to organize information by using the five senses: sight, sound, touch, taste and smell.

Week Four: Creek Walk Hike

Background

Explore habitats

Learn about informational (scientific) journal writing

Complete painted fish project

All types of living species need certain things to thrive, including food, water and shelter. Students will hike to the meadow lands bordering Porter Creek in the Huntington Reservation of the Metroparks. Along the way, we will discuss ecosystems, habitats and watersheds that sustain local wildlife in this area. We will take time to discuss keeping a Grinnell type journal and the application of informational journal writing for scientific purposes. Grinnell journaling is the method most used by professional biologists and field naturalists and was developed by Joseph Grinnell, a filed naturalist and teacher and the first director of the University of California’s Berkeley Museum of Vertebrate Zoology. His method included recording his observations as they were happening, detailed observations on specific species and species counts and keeping a record of where and when specimens were collected.

Procedure

Point out the path that the class will take to explore Porter Creek and the meadow on the class map of the Huntington Reservation.

Hike the Porter Creek Trail

Allow time for students to explore the meadow and find a place of their choosing to journal their impressions in the Grinnell style of journaling.

Stop at the picnic area to have a healthy snack

Use the driftwood collected in Week Three to complete an art project painting colorful fish on the pieces of wood

Notes:

Create a preprinted “Network Tree” graphic organizer to help students answer key questions about their observations and organize research before writing Grinnell journal entries.

Week Five: Hike to the Lake Erie Nature and Science Center

Background

Explore the Lake Erie Nature & Science Center

Writing a story about a rescue animal (narrative writing)

Many species of local wildlife are endangered everyday. Humans have moved into areas previously occupied by animals and habitats have been destroyed and migration patterns disrupted. Hazards such as traffic, power lines, pollution and overpopulation are threatening otherwise healthy populations. At the Lake Erie Nature & Science Center they teach visitors about wildlife through live animal exhibits, wildlife education programs and the animal rehabilitation services they provide to over 1000 animals per year. They have outdoor and indoor display areas for public visitors to view both local wildlife and exotic/domestic animals. Students will hike to the Nature Center located at the south end of the Huntington Reservation to observe and learn about native species and animal rescue programs. In addition to journaling their observations during the hike, they will then be tasked to create narrative (story) about one of the animals they have observed at the Nature Center and include this story in their nature journals.

Procedure

Point out the path that the class will take to hike to Lake Erie Nature & Science Center on the class map of the Huntington Reservation.

Explain to the class that they will use their observations at the Nature Center to write a story about a rescue animal they saw on their field trip.

Review the steps to writing a narrative (story) account of the experience (see notes below). Explain how this is one of many ways to describe their observations and experience.

Hand out a template with space for students to fill in information for the prewiting (research) phase of their writing project.

Hike to the Nature Center and tour the animal sanctuary and indoor displays

Stop to have a healthy snack

Have the students create a story from the animals point of view on how they came to live at the Nature Center.

Notes:

Use a preprinted “Storyboard” organizer to plan a story about a rescue animal

Week Six: Working Together for the Good of All

Background

Call to action

Collaborative mapping project/Writing a friendly (persuasive) writing

Persuasive writing

Children have become increasingly disconnected from nature. Today, young Americans spend about half as much time outdoors as their parents did. Causes range from parents fears of danger to loss or natural surroundings in neighborhoods and cities. Combined with the temptation of indoor activities such as television, video games and social media, a disconnect from nature has reached epidemic proportions. So much so that a wide range of physical and cognitive disorders have surged. People are losing touch with the natural world at a time when their ecological literacy is not only crucial to their own health, but also to the well-being of future generations and the future viability to our planet. Faced with increasing environmental challenges, tomorrow’s leaders must be prepared to understand the connections between human and natural systems (eco-literacy) and make decisions for the benefit of all.

Procedure

Have the class work collaboratively to illustrate a large mural of a map of the Huntington Reservation. Using their entries from their nature journals, have them work to fill in the map based on their observations and experiences.

As some students are working on the mural, others will write a friendly opinion letter about why someone should visit the Huntington Reservation based on the facts and opinions they have developed over the past five weeks.

With the extra time left, students will go on a Nature Scavenger Hunt. They will be given a list of seasonal flora and fauna to collect and/or locate and observe. The group will take one last hike around the park and look for the species on the list. They will then be asked to journal the experience.

Notes:

Use a preprinted “Fact and Opinion Chart” as a graphic organizer to assemble information before beginning to write a Persuasive Friendly Letter

In celebration of National Environmental Education Week and Earth Day next Tuesday April 22, I want to take this opportunity to thank all of the people who read my blog in the United States and around the world. TeachGreenBlog now has readership in over 30 countries! I appreciate your continued support and shared interest in environmental education.

Today, I am pleased to announce the launch of The Green Beans & the Litterbugs at www.getgreenandgrow.com. For the past three years, I have been working with three of my talented and accomplished cousins to develop a unique model of interactive green entertainment for young children and their families. We envision The Green Beans & the Litterbugs as a franchise of engaging children’s programs, trade and ebooks, online games, webisodes, toys and other associated products. The Green Beans stories are designed to entertain young audiences, while promoting basic environmental themes, cultural diversity and positive social behaviors.

We have carefully constructed The Green Beans & the Litterbugs with an international worldview. We adhere to environmentally sustainable practices and support the United Nations’ definition of sustainability, “to meet the needs of current generations without compromising the ability of future generations to meet their own needs.” Initially, we are using our newly launched website and social media to spread the word.

Teach Green with Ecofriendly Characters
It is well documented that children like learning activities more if they involve beloved characters. When they see them on television or online, they want to imitate their behaviors. So why not use these influences to encourage good habits rather than unhealthy ones? In addition, popular characters can also be influential in shaping the ideas, behaviors and purchasing decisions of families with young children.

The Green Beans & the Litterbugs features five members of the Green Bean Team – Ruby Monkey Bean, Bella Brontosaurus Bean, Bentley Bear Bean, Gibbon Monkey Bean, and Crawford Crab Bean. With the help of their roving satellite Bloorb, the Beans travel the globe solving environmental emergencies caused by the Litterbugs. Each Green Bean story highlights a different ecological issue that becomes part of the plot. Real world environmental challenges are placed in the context of animated action that children can absorb and understand.

In order to shape a positive message, we created the Green Beans content with two important themes that run through the story lines. The first is a “green” theme highlighting an environmental issue in a specific geographical location that becomes the setting of the story. Young viewers will have the opportunity to observe how the Green Beans work as a team to respond to the problem, determine its cause and use logic to find a sustainable solution.

The second element that runs through the stories is a “character” theme. Virtues such as truthfulness, helping others and the importance of family are just a few of the positive traits that are subtly embedded into the plot to reinforce pro-social behaviors. These traits are demonstrated in the actions of the Green Beans and help children learn tolerance and conflict resolution by observing their positive example.

Children Virtually Explore the World
Each episode features a different location where a local child and indigenous animal assist the Green Beans in solving the ecological problem. As a result, viewers gain a global perspective of the challenges other kids may face in their part of the world. The stories are fictional and fun, but environmentally, culturally, and geographically correct.

The Green Beans & the Litterbugs is designed to also provide factual information about nature and the environment that can even be used as a supplement to classroom curriculum. Our website is full of interesting “field facts” pertaining to geography, habitats, flora, fauna and cultural influences on the environment. We host “Bloorb’s Blog” with up-to-date information on green events, activities and crafts, as well as sustainable tips for healthy living. We also welcome feedback from children who are making a difference in their communities. It is truly a green movement designed just for kids.

It is our ultimate goal to lead young viewers to a better understanding of the world around them in order to prepare for a sustainable future. We are seeking to partner with like-minded organizations that will join us in further developing The Green Beans & the Litterbugs for the benefit of kids everywhere. I hope you will visit our newly launched website at www.getgreenandgrow.com and “like” us on Facebook.